UNIVERSITY OF MAINE FARMINGTON
LESSON PLAN FORMAT
Teacher’s name: Jason Allshouse
Date of lesson: April 13th, 2011
Grade Level: 10th Grade
Topic: Compromise of 1850
Learning Goals:
· Students will analyze the pieces of the Compromise of 1850.
· Students will decide if they would like to take part in the California Gold Rush.
· Students will recognize what type of impact the Fugitive Slave Act had on a fragile, American society.
Maine Learning Results Alignment:
Social Studies
History
E1. Historical Knowledge, Concepts, Themes, and Patterns
Grades: 9-Diploma
Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rationale: This Maine Learning Result is met by my lesson because students will be asked to analyze and interpret the events leading up to and following the Compromise of 1850. This one event has a major impact on the future of slavery and that of continued western expansion.
Assessment Plan:
Formative Assessment: Students will be required to take notes during my lecture and the class discussion, which I will then look over. I will also ask guided questions and get students thinking about the impact that the Compromise of 1850 and Fugitive Slave Act had on slavery and society.
Summative Assessment: Students will have an option, they will be allowed to either write about the Fugitive Slave Act or the Gold Rush. If they chose to write about the Slave Act, I will ask them to explain if it is fair and what the major issue of it was. If they chose the Gold Rush, I will ask them to write on whether or not they would have gone west along with talking about the impact the Gold Rush had on expansion.
Integration:
Differentiated Instruction:
Strategies:
1. Lecture
2. Guided Discussion
3. Writing/ Independent Practice
4. Technology
5. Multi-media videos and images
Modifications/Accommodations:
In order to meet the needs of all my students, accommodations are to be put in place. For this lesson, I will help any student who is having a difficulty answering the blog question or who cannot make connections from past events to the current ones. I will also walk around the room during the group discussions to lend ideas and push students in different directions. I will also help students who are having difficulty filling in their graphic organizers. I will continuously check for understanding by asking questions and I will repeat directions when needed. For the students who do not bring their laptops, they will either be allowed to work with a partner on the research or will be allowed to head to the library. My students who have the choice of leaving the room to get extra help will be allowed to do so if they feel there is a need. I will also make sure that during my lecture I do not talk for too long and manage to highlight the information that is very important for the students to learn. The information talked about in class, will then be placed on the class wiki for students to access later.
Extensions: Students who complete the assignment early will be expected to show me what they have come up with. They will also be asked to review their notes and come up with any questions they might have. We will also have small discussions about the influence of these events on the future of America.
Materials, Resources and Technology:
Source for lesson plan and research:
Maine Standards for Initial Teacher Certification and rationale:
Teaching and Learning Sequence: (please include the relevant items from the list below)
- Anticipatory Set/Hook - Guided Practice
- Models - Independent Practice/homework
- Instructions - Homework
- Check for understanding of content - Closure
- Check for understanding of process/task/skills - Transition to next activity
I will begin class by showing students a series of images that include pictures of the California Gold Rush, and images that pertain to the Fugitive Slave Act and Compromise of 1850. This will give visual depictions of the topics we will then be covering (Hook: 5 Minutes).
Following the hook, I will then launch into my lecture/discussion about the Compromise of 1850, the California Gold Rush, and the Fugitive Slave Act. All three of these events are what lead America closer to Civil War, and we will discuss how each piece pushed the nation closer to war. During this time, we will also be able to look at the Compromise of 1850 and the pieces of the legislation that were proposed and then actually accepted (Lecture/Discussion 35 Minutes).
The remainder of class will be spent with the students taking part in their independent practice. This time, their writing response will have options. They will be allowed to either write about the Fugitive Slave Act or the Gold Rush. If they chose to write about the Slave Act, I will ask them to explain if it is fair and what the major issue of it was. If they chose the Gold Rush, I will ask them to write on whether or not they would have gone west along with talking about the impact the Gold Rush had on expansion.
Reflection:
Rev. 7/09